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Building digital capability in the libraryJames Clay
Slides from James' keynote at LILAC 16.
Effective use of digital technology by university and college staff is vital in providing a compelling student experience and in realising a good return on investment in digital technology.
Jisc has created a digital capability framework that has six core elements that allows staff and institutions to map the skills required by different roles.
James Clay, project manager at Jisc, will explore the history and background to the building digital capability project and the importance of staff within libraries understanding their own digital capability and, as well as supporting and building the digital capabilities of others.
The keynote will showcase how Jisc working with stakeholders and sector bodies, aim to provide clear guidance over what digital skills are required, and equip leaders and staff with the tools and resources they need to improve digital capability at a local and institutional level.
It will provide a library lens on the digital capability framework and possible next steps for staff wanting to build digital information literacy as well as the other elements of digital capability.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
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A needs analysis for information literacy provision for research : a case study in University College Dublin. Author: Avril Patterson
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2. NEEDS ANALYSIS FOR INFORMATION
LITERACY PROVISION FOR RESEARCH:
A CASE STUDY IN UNIVERSITY
COLLEGE DUBLIN
LILAC 2009
Avril Patterson, University College Dublin
avril.patterson@ucd.ie
4. Background
• National Development Plan 2007-2013
• Government aim – double PhD output by 2013
• Restructuring of Graduate / PhD training
• Fourth Level Ireland
Avril Patterson LILAC 2009
6. University College Dublin
• Largest of Ireland’s 7 universities
• Academic restructuring 2004/05
- 5 Colleges ; 35 Schools
• 2,000 Research students
• Structured PhD programme 2006
• Research and Professional Development Plans
(RPDPs) introduced 2007
Avril Patterson LILAC 2009
7. Challenges to Information Literacy (IL)
Provision
• IL implicit rather than explicit in Irish
Universities Association’s skills statement
• Students’ IL level or needs unknown to IL
providers
• Risk of over-rated evaluation through self
assessment
• Focus of IL in HE is on undergraduate needs
Avril Patterson LILAC 2009
8. Research Objectives
• Clearly identify target audience & its needs
• Provide a base line from which resource
requirements can be determined
• Inform design of relevant programmes
Avril Patterson LILAC 2009
9. Research Questions
• What are the IL competencies of incoming
research students?
• Are there different requirements for different
disciplines?
• Are they predicated by student profile?
• Do current programmes meet requirements?
• How can this study inform future development?
Avril Patterson LILAC 2009
10. Case Study
• Literature Review
• Research-Practice gap
• Multi-faceted research tool facilitated by
Evidence Based Librarianship & Information
Practice (EBLIP)
Avril Patterson LILAC 2009
11. EBLIP
• “promotes the integration of user-reported,
practitioner-observed and research-derived
evidence as an explicit basis for decision
making” (Booth, 2006)
Avril Patterson LILAC 2009
12. Case Study’s Limitations
EBLIP process truncated –
Implementation tasks outside scope
- Application
- Performance evaluation
Avril Patterson LILAC 2009
14. Survey Questionnaire
• Built on published research in the field
• Four components:
– Personal profile
– Self assessment
– Diagnostic tool
– Free text
• Online administration
• Purposive sampling
Avril Patterson LILAC 2009
15. IL Assessment
Adaptation of two published assessment tools:
• Checklist used at Loughborough University
(Stubbings & Franklin, 2005) – self assessment
based on confidence levels
• London Metropolitan University’s Applied
Information Research (AIR) programme
(Andretta, 2005) – diagnostic test
Avril Patterson LILAC 2009
16. Information Behaviour Observation
• Theoretical framework - Kuhlthau’s Information
Search Process (ISP)
• Identification of “zone of intervention”
• Non participative observation in IL workshops
Avril Patterson LILAC 2009
18. Focus Group
Purpose: to elicit response to current IL
programmes
Themes :
• Format
• Content
• Delivery
• Logistics (location, dates, times)
• Other
Avril Patterson LILAC 2009
19. Research Findings
• Survey Questionnaire
– Personal Profiles
– Previous Library Induction
– Self Assessment
– Diagnostic Questionnaire
• Information Behaviour Observation
• Focus Group Findings
Avril Patterson LILAC 2009
20. Programme
Programme
8%
14%
PhD
Research Masters
Others
78%
Avril Patterson LILAC 2009
21. Postgraduate Status
100% 7%
90% 12%
23%
80%
70%
60% Part time
50% 93%
40% 88% Full time
77%
30%
20%
10%
0%
s
s
D
nt
r
Ph
te
da
as
on
M
sp
ch
re
r
ea
l
Al
es
R
Avril Patterson LILAC 2009
22. Gender
Gender
45% Female
55% Male
Avril Patterson LILAC 2009
23. Age
Age
120
100
55
80
Total
44
60 Male
Female
30
24
40
24
18
14
20 3
31
20
16 15 4
2
0 2 1
<25 25-29 30-39 40-49 50-59 60+
Avril Patterson LILAC 2009
24. Postgraduate Profile
• Irish graduates 72%
• Previous postgraduate qualification 56%
– Of this 65% achieved in Ireland
• English not first language 22%
Avril Patterson LILAC 2009
25. Previous Library Instruction
• Experienced by 62%
• Library tours and presentations most common
• 16% had engaged in interactive workshops
• Online tutorials used by 10%
• Integrated and timetabled for 17%
• Credit bearing for 7%
Avril Patterson LILAC 2009
26. Self Assessment
Questions ranged from basic to complex
Included :
• Resource selection
• Information retrieval
• Information management
• Ethical use
Avril Patterson LILAC 2009
27. Findings – Self Assessment
• Marked difference in confidence levels of PhD
and Research Masters students
• Previous postgraduate experience did not
equate with higher confidence levels
• Gender a significant variable
• Age also significant
• In general, discipline not significant, but further
investigation is required.
Avril Patterson LILAC 2009
28. Findings – Information Selection &
Retrieval
• Use of catalogue to find books Confident
• Finding reference material
• Locating journal articles
• Selection of appropriate databases
• Identifying existing research
Not
confident
• Search strategies
• Use of citation indexes
Avril Patterson LILAC 2009
29. Locating Theses
100%
90%
80%
70%
No Familiarity
Confidence
60%
Not Confident
50%
Fairly Confident
40%
Confident
30%
20%
10%
0%
PhD Research Masters Other
Programme
Avril Patterson LILAC 2009
30. Findings – Information Environment
• Lack of awareness of “invisible colleges”
• High confidence levels in use of internet and
search engines
• Lower confidence rates in use of subject
gateways
• Lack of familiarity in setting up alerts to keep
current
Avril Patterson LILAC 2009
31. Findings – Information Handling & Use
• High confidence levels in ethical use and
avoidance of plagiarism
• Confidence in saving/exporting/e-mailing
references
• Confidence in creating a bibliography
• Low confidence levels in use of bibliographic
management tools
Avril Patterson LILAC 2009
33. Findings - Diagnostic Questionnaire
• Some lack of knowledge in how internet worked
• Lack of knowledge of Boolean operators (31%)
• Lack of knowledge of interlibrary loan services
(36%)
• Lack of knowledge of subject portals (40%)
• High expectations of access to e-journals (47%)
• Some difficulty in referencing skills
Avril Patterson LILAC 2009
34. Preferred method of IL provision
100%
Other
90%
80% Information skills integrated in course
work
70%
Confidence
60% Interactive workshops covering specific
resources / skills
50%
40% Presentations throughout the year
30%
Library tours on demand
20%
10%
More printed guides to the library
0%
Full-time Part-time Other
More web based information
Progamme
Avril Patterson LILAC 2009
35. Findings – Information Behaviour
Observation
Concept of building a search strategy
underdeveloped. Areas of difficulty:
• Identification and conceptualisation of search
terms
• Use of synonyms
• Boolean operators
Avril Patterson LILAC 2009
36. Findings – Information Behaviour
Observation (Continued)
• Generic search skills did not transfer
• Unfamiliarity with library terms
• Need for assistance in establishing criteria for
database selection observed
Avril Patterson LILAC 2009
37. Model of the Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation
————————————————————————————————————————————→
Feelings uncertainly optimism confusion/ clarity sense of satisfaction or
(affective) frustration/ direction/ disappointment
doubt confidence
Thoughts vague———————————————→focused
(cognitive) ————————————————→
increased interest
Actions seeking relevant information——————————-→seeking pertinent information
(physical) exploring documenting
Carol Collier Kuhlthau Information Search Process Rutgers University
38. Findings – Focus Group
• Postgraduate research cohort not homogeneous
with a standard IL
• Varying levels an issue in workshops
• Suggested problem based approach centred on
student’s own research useful
• Workshop descriptors and learning outcomes
should be clearly articulated
Avril Patterson LILAC 2009
39. Findings - Focus Group (Continued)
• Less coverage could result in greater confidence
• Discipline specific approach favoured
• Link with Schools’ Research modules desirable
• Underestimation of complexity of e-resources
• Assumption of abilities
Avril Patterson LILAC 2009
40. Comparative Analysis
Research Student Needs Analysis Survey (RSNA),
University of Leeds, 2005-2006 (Newton, 2007)
• Lack of confidence in tracing research
• Low confidence in finding theses
• Use of Boolean operators
• Use of bibliographic management tools
Avril Patterson LILAC 2009
41. Summary of Analysis
• Identified gap between IL levels sufficient for
taught courses and for research
• Need for attention in formulation of search
strategies
• Variation in level of IL acumen
• Consistent difference in findings between
Research Masters & PhD students
• ICT/IL relationship
Avril Patterson LILAC 2009
42. Recommendations for practice
• Ensure “top down” approach to IL provision
• Ensure disciplinary variation is understood
• Adopt theory of adult learning
• Use literature review process
• If possible allow students to use their own
research for interactive work
• Include concepts of ISP model
Avril Patterson LILAC 2009
43. Recommendations for practice
(Continued)
• Develop longitudinal evaluation processes
• Keep current
• Offer what is feasible and sustainable
• Seek possible funding for research and support
Avril Patterson LILAC 2009
44. Objectives Achieved
• Established research students’ perceptions of
their IL
• Identified areas where guidance and
intervention could benefit
• Highlighted importance of collaboration
• Alignment from taught programmes to research
recognised
Avril Patterson LILAC 2009
45. Next Steps
Complete EBLIP framework, i.e.
• Apply the results
• Evaluate performance
• Explore further possible domain differences
Avril Patterson LILAC 2009
46. References
• Andretta, S. (2005) Information Literacy: a
practitioner’s guide. Oxford : Chandos.
• Booth, A. (2006) “Counting what counts:
performance measurement and evidence-based
practice” Performance Measurement and
Metrics, 7 (2) : 63-74
• Kuhlthau, C. C. “Model of the Information Search
Process”
(http://www.scils.rutgers.edu/~kuhlthau/recent_
presentations/isic/isic_presentation.ppt)
Avril Patterson LILAC 2009
47. References
• Newton, A. (2007) “Reaching out to research
students: information literacy in context”. In
Connor, Elizabeth (ed.) Evidence-based
Librarianship: Case studies and active
learning exercises. Oxford : Chandos, pp. 119-
140.
• Stubbings, R., Franklin, G. (2005) “More to life
than google – a journey for PhD students”.
Journal of eLiteracy, 2 : 93-103
Avril Patterson LILAC 2009
48. To conclude :
“Knowledge is of two kinds. We know a subject
ourselves, or we know where we can find
information upon it”
Samuel Johnson (1709-84)
Avril Patterson LILAC 2009